A Bias for Science: Institutions, Pedagogy, and the Reality of Student Choice Across Subjects in China's NCEE Reforms

This paper examines the issue of student choice across subject streams in recent government reforms to China’s National College Entrance Exam (NCEE). Utilizing data from a case study of an urban high school in Beijing, it argues that student choice of subjects across previous streams of science or f...

Full description

Saved in:
Bibliographic Details
Published inInternational journal of educational reform Vol. 32; no. 4; pp. 396 - 412
Main Author Frame, Mei Lan
Format Journal Article
LanguageEnglish
Published Los Angeles, CA SAGE Publications 01.09.2023
Subjects
Case Studies
College Entrance Examinations
Course Selection (Students)
Decision Making
Economic Development
Educational Change
Fine Arts
Foreign Countries
High School Students
Science Education
Science Instruction
Student Attitudes
Teaching Methods
China (Beijing)
National College Entrance Exam reforms
secondary education
chinese education
science education
Online AccessGet full text

Cover

More Information
Summary:This paper examines the issue of student choice across subject streams in recent government reforms to China’s National College Entrance Exam (NCEE). Utilizing data from a case study of an urban high school in Beijing, it argues that student choice of subjects across previous streams of science or fine arts runs counter to existing institutional structures at the secondary and higher education level, consideration of pedagogical techniques that differ by streams, and a “bias” for science grounded in sociohistorical concerns of national development.
ISSN:1056-7879
DOI:10.1177/10567879211062231